CONNECTICUT STATE BOARD OF EDUCATION Hartford TO BE .

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VI.B.CONNECTICUT STATE BOARD OF EDUCATIONHartfordTO BE PROPOSED:December 2, 2020RESOLVED, That the State Board of Education, pursuant to Section 10-65a (b) of the ConnecticutGeneral Statutes, receives the African American, Black, Latino, and Puerto Rican Course of Studiesdescription, scope and sequence, and course objectives.Approved by a vote of , this second day of December, Two Thousand Twenty.Signed:Dr. Miguel A. Cardona, SecretaryState Board of Education

CONNECTICUT STATE BOARD OF EDUCATIONHartfordTO:State Board of EducationFROM:Dr. Miguel A. Cardona, Commissioner of EducationDATE:December 2, 2020SUBJECT:African American, Black, Latino, and Puerto Rican Course of StudiesExecutive SummaryIntroductionThis Executive Summary provides the history/background of the Connecticut Public Act 19-12: AnAct Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum (P.A. 19-12),explains the African American, Black, Latino, and Puerto Rican Course of Studies curriculumdevelopment process, and highlights next steps.History/BackgroundOn June 21, 2019, the unprecedented P.A. 19-12 was signed into law by Governor Ned Lamont.This act amended Connecticut General Statutes (C.G.S.) Section 10-16b providing an excitingopportunity for all of Connecticut’s high school students to know and understand the scope ofAfrican American, Black, Latino, and Puerto Rican contributions to United States history, society,economy, and culture.P.A. 19-12 establishes that a one semester elective course must be offered by all local or regionalboards of education in grades nine to twelve, inclusive, commencing July 1, 2022. The legislationstates the State Education Resource Center (SERC) shall develop African American, Black, Latino,and Puerto Rican, and Latino Course of Studies course description, scope and sequence, and courseobjectives to submit to the State Board of Education (Board) by January 1, 2021, for review andapproval.The Connecticut State Department of Education (CSDE) partnered with SERC on the developmentof the integrated, statewide African American, Black, Latino, and Puerto Rican, Course of Studiescurriculum.1

Course of Studies Curriculum Development ProcessThe African American, Black, Latino, and Puerto Rican Course of Studies curriculum process wasguided by a 150 member Advisory Group. The Advisory Group included educators, administrators,higher education professors and scholars, national researchers and historians, representatives fromeducation and community organizations, and students and families. The Advisory Group organizedinto nine committees with specific tasks and timelines (e.g., Research and Evaluation, FocusGroups, Infrastructure Supports, Course Syllabus, AA/Black Content, PR/Latino ContentDevelopment, Integration of Content and Assessment, Publication and Dissemination, ProfessionalLearning Plan). The work of each committee was facilitated by a SERC Liaison to ensure seamlesscommunication and workflow between committees. Additionally, an Expert Review Panel wasconvened consisting of ten of national and state level experts and researchers to review coursedeliverables as they were developed, and provide critical feedback and relevant resources. Otheropportunities for stakeholder involvement have included providing feedback through surveys andfocus groups (e.g., teachers, administrators, families, students).African American, Black, Latino, and Puerto Rican Course of Studies curriculum documents createdthroughout this collaborative development process include: course description, program of studies,learning objectives and essential questions, scope and sequence, and units of study. Thecurriculum focuses on a two-pronged, inquiry-based approach including both content knowledgeand student identity development. The following Board approved standards that wereincorporated into the units of study: Connecticut Core Standards for English/Language Arts;Connecticut Elementary and Secondary Social Studies Frameworks: A Roadmap for TeachingHistory, Civics, Economics, and Geography; andConnecticut English Language Proficiency (CELP) Standards.On June 22, 2020, African American, Black, Latino, and Puerto Rican Course of Studies curriculumprocess was shared with the Academic Standards and Assessment subcommittee of the Board(subcommittee). Updates were provided to the subcommittee pertaining to the work thatoccurred during the focus groups and committee meetings and the data being utilized to guide thecurriculum writing process.On September 14, 2020, a presentation was provided to the subcommittee by members of SERCand the CSDE. Board members asked clarifying questions and made suggestions in terms of coursecontent, approach, assessment, and evaluation. Based on this feedback, documents and processeswere reviewed and adjusted.On November 12, 2020, the draft African American, Black, Latino, and Puerto Rican Course ofStudies curriculum materials were provided to the subcommittee for review and consideration.During the November 16, 2020, subcommittee meeting Board members supported the work,provided feedback, and related the documents are fully supported and may go forward for fullBoard review and consideration of approval.During November 2020, the CSDE and SERC provided four informational webinar sessions toprovide schools and districts an opportunity to ask questions and to learn about the history of the2

legislation, the curriculum development process, proposed implementation considerations, andrecommended infrastructure supports.RecommendationThe CSDE presents the African American, Black, Latino, and Puerto Rican Course of Studiesdescription, scope and sequence, and course objectives for review and consideration of approval.Next StepsThe CSDE will continue to carry-out the legislative obligations of P.A. 19-12 including: By January 15, 2021, the CSDE in consultation with SERC, shall submit a report to theEducation Committee including: a narrative of the course development and review process,the course description, the scope and sequence, and the course objectives. For the 2022–2023 and 2023–2024 school years, the CSDE shall conduct an annual audit toensure that the course is being offered by each local and regional board of education, andsubmit this information in a report to the Education Committee.The CSDE shall post all African American, Black, Latino, and Puerto Rican Course of Studiescurriculum materials on the dedicated CSDE Webpage and will continue to leveragecommunication and professional learning opportunities (i.e., learning course content knowledge,leading difficult conversations) to support families, schools, and districts with understanding andimplementation of the African American, Black, Latino, and Puerto Rican Course of Studies.Prepared by:Melissa K. Wlodarczyk Hickey, Ed.D.Reading/Literacy DirectorApproved by:Irene E. ParisiChief Academic Officer3

*DRAFT* as of 11/17/20African American, Black, Latino, and Puerto Rican Course of StudiesCOURSE DESCRIPTIONThe African American, Black, Latino, and Puerto Rican Course of Studies is a one credit, year-longelective in which students will consider the scope of African American, Black, Latino, and Puerto Ricancontributions to U.S. history, society, economy, and culture. It utilizes Connecticut’s Social StudiesFramework themes and inquiry-based approach already familiar to social studies teachers to deliver acontent rich and personalized learning experience.The course is an opportunity for students to explore accomplishments, struggles, intersections,perspectives, and collaborations of African American, Black, Latino, and Puerto Rican people in the U.S.Students will examine how historical movements, legislation, and wars affected the citizenship rights ofthese groups and how they, both separately and together, worked to build U.S. cultural and economicwealth and create more just societies in local, national, and international contexts.Coursework will provide students with tools to identify historic and contemporary tensions around raceand difference; map economic and racial disparities over time; strengthen their own identitydevelopment; and address bias in their communities. This course will contribute to the criticalconsciousness and civic-mindedness competencies of a twenty-first century graduate, and ultimatelyfacilitate students’ interest in pursuing further ethnic, anthropology, or human rights studies in the future.[Synthesis for entry into Program of Studies]Course Code: TBDTitle: AFRICAN AMERICAN, BLACK , LATINO, AND PUERTO RICAN STUDIESRecommended Prerequisites: US History and Modern World HistoryHumanities Elective Grades: TBD Credit: 1.0CCP levelFull YearThe course is an opportunity for students to explore accomplishments, struggles, intersections,perspectives, and collaborations of African American, Black, Latino, and Puerto Rican people in the U.S.Students will examine how historical movements, legislation, and wars affected the citizenship rights ofthese groups and how they, both separately and together, worked to build U.S. cultural and economicwealth and create more just societies in local, national, and international contexts. Coursework willprovide students with tools to identify historic and contemporary tensions around race and difference;map economic and racial disparities over time; strengthen their own identity development; and addressbias in their communities.Learning objectives and essential questions that will guide instruction and student inquiry include: (seeseparate document)SERC

*DRAFT* as of 11/17/20African American, Black, Latino, and Puerto Rican Course of StudiesLEARNING OBJECTIVES AND ESSENTIAL QUESTIONSLearning Objectives (LO)Essential Questions (EQ)LO1 UNDERSTAND the construct of race and why andhow it was developed.EQ1 RACIAL FORMATIONS How and why was theconcept of race constructed? What is its impact on AfricanAmerican, Black, Latino(a), and Puerto Rican people?LO2 INVESTIGATE the evolution and development ofAfrican American. Black, Latino, and Puerto Ricanidentities, including intersections with Indigenous andother identities.EQ2 DIASPORAS Who and what are the diverse people,places, and time periods that African American, Black,Latino(a), and Puerto Rican include? What are the storiesof the African, Black, Latino, and Puerto Rican diasporas?LO3 ANALYZE how race, power, and privilege influencegroup access to citizenship, civil rights, and economicpower.EQ3 POWER What do African American, Black, Latino(a),and Puerto Rican histories reveal about the United States,its foundation, and how power is structured today?LO4 EXAMINE the scope and legacy of resistance thathas been integral to African American, Black, Latino,and Puerto Rican histories.EQ4 FREEDOM, JUSTICE, RESISTANCE How haveAfrican American, Black, Latino(a), and Puerto Ricanpeople fought for freedom and justice throughout historyand today, and in what ways have their struggles been insolidarity with various other groups?LO5 ARTICULATE the integral role African American,Black, Latino, and Puerto Rican communities haveplayed in shaping U.S. society, economy, and culture.EQ5 SOCIETY, ECONOMY, AND CULTURE How andin what ways have African American, Black, Latino(a),and Puerto Rican people shaped American society,economy, and culture?LO6 REIMAGINE new possibilities and more justfutures for our country and our world drawn from thelegacy of African American, Black, Latino, and PuertoRican experiences, intellectual thought, and culture.EQ6 RADICAL IMAGINATIONS What do AfricanAmerican, Black, Latino(a), and Puerto Rican historyand culture teach us about radically reimagining newpossibilities and more just futures?LO7 EXPLORE local and regional African American,Black, Latino, and Puerto Rican communities andcompare/contrast them with national histories.EQ7 SPACE AND PLACE In what ways have geographiesshaped history, as well as been shaped by it? What arethe African American, Black, Latino(a), and Puerto Ricanhistories of our region, and how do they relate to broaderhistories?LO8 EXAMINE examples of African American, Black,Latino, and Puerto Rican action in addressing issuesimpacting their communities.EQ8 AGENCY AND CIVIC ENGAGEMENT In whatways have African American, Black, Latino(a), and PuertoRican people demonstrated agency in developingorganizations and strategies to address pressing issues intheir communities? How can young people take informedaction to address pressing issues in their owncommunities?LO9 IDENTIFY resources and opportunities for activeengagement, learning, and civic responsibility.LO10 USE the inquiry cycle to take informed action.SERC

*DRAFT* as of 11-18-20African American, Black, Latino, and Puerto Rican Course ofStudiesSCOPE AND SEQUENCE AT-A-GLANCESemester 1: Focus on African American/Black HistoryTimeframeUnitEarly-MidSeptember(2.5 weeks)Unit 1 Where WeCome From:Introduction toAfrican Originsand Contributionsof Ancient AfricanEmpires to WorldCivilizations andthe AfricanDiaspora (XX-XX)ContentStandardsDimension 2Applyingdisciplinaryconcepts andtoolsHIST 9–12.6Explain how theperspectives ofpeople in thepresent shapeinterpretations ofthe past.GEO 9–12.2 Usemaps, satelliteimages,photographs, andotherrepresentationsto explainrelationshipsbetween thelocations ofplaces andregions and theirpolitical, cultural,and economicdynamics.Course LearningObjectivesLO1 UNDERSTAND theconstruct of race and whyand how it was developed.LO2 INVESTIGATE theevolution and developmentof African American/Blackand Puerto Rican/Latinoidentities, includingintersections withIndigenous and otheridentities.LO3 ANALYZE how race,power, and privilegeinfluence group access tocitizenship, civil rights, andeconomic power.Essential QuestionsEQ1 RACIAL FORMATIONS Howand why was the concept of raceconstructed? What is its impact onAfrican American/Black and PuertoRican/Latino people?EQ3 POWER What do AfricanAmerican, Black, Puerto Rican andLatino(a) histories reveal about theUnited States, its foundation, andhow power is structured today?EQ4 FREEDOM, JUSTICE,RESISTANCE How have AfricanAmerican, Black, Puerto Rican andLatino(a) people fought for freedomand justice throughout history andtoday, and in what ways have theirstruggles been in solidarity withvarious other groups?EQ5 SOCIETY, ECONOMY, ANDCULTURE How and in what wayshave African American, Black, PuertoRican and Latino(a) people shapedAmerican society, economy, andculture?LessonsDays1.0 CourseIntroduction2 days1.1 AfricanOrigins2 days1.2 AfricanEmpires to theDemise ofSonghai2 days1.3 The Moors2 days1.4 The SocialConstruction ofRace and theTransatlanticSlave Trade5 daysSERC/Page 1

*DRAFT* as of 11-18-20Mid-LateSeptember(2 weeks)Unit 2 HowAfrican AmericansPersisted: Slaveryand FreedomStories ofResistance andAgency (XX-XX)Dimension 2Applyingdisciplinaryconcepts andtoolsHIST 9–12.7Analyze howcurrentinterpretations ofthe past arelimited by theextent to whichavailablehistorical sourcesrepresentperspectives ofpeople at thetime.GEO 9–12.5Analyze thereciprocal natureof how historicalevents and thespatial diffusionof ideas,technologies, andcultural practiceshave influencedmigrationpatterns and thedistribution ofhumanpopulation.CIV 9–12.14Analyzehistorical,contemporary,and emergingLO2 INVESTIGATE theevolution and developmentof African American/Blackand Puerto Rican/Latinoidentities, includingintersections withIndigenous and otheridentities.LO3 ANALYZE how race,power, and privilegeinfluence group access tocitizenship, civil rights, andeconomic power.LO4 EXAMINE the scopeand legacy of resistancethat has been integral toAfrican American, Black,Puerto Rican andLatino(a), histories.LO5 ARTICULATE theintegral role AfricanAmerican, Black, PuertoRican, and Latino(a)communities have playedin shaping U.S. society,economy, and culture.LO6 REIMAGINE newpossibilities and more justfutures for our country andour world drawn from thelegacy of AfricanAmerican/Black and PuertoRican/Latino experiences,intellectual thought, andculture.EQ2 DIASPORAS Who and whatare the diverse people, places, andtime periods that AfricanAmerican/Black and PuertoRican/Latino include? What are thestories of the African, Black, PuertoRican, and Latino(a) diasporas?EQ4 FREEDOM, JUSTICE,RESISTANCE How have AfricanAmerican, Black, Puerto Rican, andLatino(a) people fought for freedomand justice throughout history andtoday, and in what ways have theirstruggles been in solidarity withvarious other groups?EQ7 SPACE AND PLACE In whatways have geographies shapedhistory, as well as been shaped byit? What are the AfricanAmerican/Black and PuertoRican/Latino histories of our region,and how do they relate to broaderhistories?2.1 Agencyand Resistancein theCaribbean andSpanishAmerica2 days2.2UnderstandingSlavery as anInstitution inConnecticut:Laws andCensus Data3 days2.3 Slaveryand Freedomin Their OwnWords4 daysSERC/Page 2

*DRAFT* as of 11-18-20means ofchangingsocieties,promoting thecommon good,and protectingrights.October (3weeks)Unit 3 BlackLiteracy,Organizations,and Liberation(1820-1865)Dimension 2Applyingdisciplinaryconcepts andtoolsHIST 9–12.7Analyze howcurrentinterpretations ofthe past arelimited by theextent to whichavailablehistorical sourcesrepresentperspectives ofpeople at thetime.LO4 EXAMINE the scopeand legacy of resistancethat has been integral toAfrican American, Black,Puerto Rican, and Latino(a)histories.LO6 REIMAGINE newpossibilities and more justfutures for our country andour world drawn from thelegacy of AfricanAmerican/Black and PuertoRican/Latino experiences,intellectual thought, andculture.LO8 EXAMINE examplesof African American/Blackand Puerto Rican/Latinoaction in addressing issuesimpacting theircommunities.LO9 IDENTIFY resourcesand opportunities foractive engagement,learning, and civicresponsibility.LO10 USE the inquirycycle to take informedaction.EQ4 FREEDOM, JUSTICE,RESISTANCE How have AfricanAmerican, Black, Puerto Rican andLatino(a) people fought for freedomand justice throughout history andtoday, and in what ways have theirstruggles been in solidarity withvarious other groups?EQ5 SOCIETY, ECONOMY, ANDCULTURE How and in what wayshave African American, Black, PuertoRican and Latino(a) people shapedAmerican society, economy, andculture?EQ6 RADICAL IMAGINATIONSWhat do African American, Black,Puerto Rican, and Latino(a) historiesand cultures teach us about radicallyreimagining new possibilities andmore just futures?3.1 The Age ofAbolition: TheGradualistPeriod (1800 to1830)5 days3.2 TheMilitant Period(1830 to 1840)6 days3.3 The Early& Late PoliticalPeriods (1840to 1860)3 days3.4 CivilWar/The GreatAmerican SlaveRebellion(1861-65)5 daysSERC/Page 3

*DRAFT* as of 11-18-20End ofOctober-MidNovember(3 weeks)Unit 4 Long,Long History forEquality (18651915)Dimension 2Applyingdisciplinaryconcepts andtoolsCIV 9–12.3Analyze theimpact ofconstitutions,laws, treaties,and internationalagreements onthe maintenanceof national andinternationalorder.HIST 9–12.4Analyze howhistoricalcontexts shapedand continue toshape people’sperspectives(e.g.,immigration,labor, the role ofwomen).Dimension 3Evaluatingsources andusing evidenceINQ 9–12.8Identify evidencethat drawsinformationdirectly andLO1 UNDERSTAND theconstruct of race and whyand how it was developed.LO2 INVESTIGATE theevolution and developmentof African American/Blackand Puerto Rican/Latinoidentities, includingintersections withIndigenous and otheridentities.LO3 ANALYZE how race,power, and privilegeinfluence group access tocitizenship, civil rights, andeconomic power.L04 EXAMINE the scopeand legacy of resistancethat has been integral toAfrican American, Black,Puerto Rican, and Latino(a)histories.LO5 ARTICULATE theintegral role AfricanAmerican, Black, PuertoRican and Latino(a)communities have playedin shaping U.S. society,economy, and culture.LO6 REIMAGINE newpossibilities and more justfutures for our country andour world drawn from thelegacy of AfricanAmerican/Black and PuertoRican/Latino

Studies curriculum materials were provided to the subcommittee for review and consideration. During the November 16, 2020, subcommittee meeting Board members supported the work, provided feedback, and related the documents are fully supported and may go forward for full Board review and consideration of approval.

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